A program for Education majors that prepares you to serve the needs of all students and qualify for an endorsement in special education on Illinois Professional Educator License (PEL). Illinois refers to this endorsement as the Learning Behavior Specialist – 1 (LBS-1).

There is a nationwide shortage of special education teachers, at a time when students with different academic, behavioral, and social needs are often overlooked or fall behind. Adding a special education minor to your education major can help you address this important need in the field.

Curriculum

This minor is open only to Education majors. Note that while this minor includes 40 total hours, most of these are already included in the Education major.

Learning Behavioral Specialist I (LBSI) Requirements

Course List

Code	Title	Hours
Required Courses
TLSC 120	Bringing Language, Learning & Development Theory into Practice	2
TLSC 140	Teaching, Learning and Leading for Social Justice	1
TLSC 150	Constructive Learning Environments For Diverse Students	1
TLSC 160	Analyzing Culturally-Responsive Classroom Instruction	1
TLSC 221	Individualized Instruction and Assessment for Diverse Learners	2
TLSC 222	Authentic Assessment and Instruction for Bilingual Learners	2
TLSC 260	Typical and A-Typical Development	2
TLSC 261	Significant Disabilities and Life Planning (candidates are required to complete Inclusion Observation Project)	2
TLSC 310	Language and Literacy for Diverse Students	2
TLSC 320	Using Classroom Data in a Collaborative Env to Advance Student Achievement	2
TLSC 330	Discipline-Specific Literacy for Diverse Students	2
TLSC 340	Teaching and Learning in an Area of Specialization	2
TLSC 350	Teaching and Learning with a Global Framework ( candidates are required to include Universal Design for Learning (UDL) within instructions lesson or unit plan)	4
CIEP 478 / CIEP M31	Behavioral Intervention: Assessment & Support	3
TLSC 380	Tching, Lrning & Leading with Schools & Communities Internship: Stud Tching (candidate's placement must be in an inclusion setting)	12
Total Hours		40

Suggested Sequence of Classes

Plan of Study Grid

Year 1
TLSC 120	Bringing Language, Learning & Development Theory into Practice	2
TLSC 140	Teaching, Learning and Leading for Social Justice	1
TLSC 150	Constructive Learning Environments For Diverse Students	1
TLSC 160	Analyzing Culturally-Responsive Classroom Instruction	1
	Hours	5
Year 2
Fall		Hours
TLSC 221	Individualized Instruction and Assessment for Diverse Learners	2
TLSC 222	Authentic Assessment and Instruction for Bilingual Learners	2
	Hours	4
Spring
TLSC 260	Typical and A-Typical Development	2
TLSC 261	Significant Disabilities and Life Planning	2
	Hours	4
Year 3
Fall
TLSC 310	Language and Literacy for Diverse Students	2
TLSC 320	Using Classroom Data in a Collaborative Env to Advance Student Achievement	2
TLSC 330	Discipline-Specific Literacy for Diverse Students	2
	Hours	6
Spring
TLSC 340	Teaching and Learning in an Area of Specialization	2
TLSC 350	Teaching and Learning with a Global Framework (candidates are required to include Universal Design for Learning (UDL) within instructions lesson or unit plan)	4
	Hours	6
Year 4
Fall
CIEP 478 / CIEP M31	Behavioral Intervention: Assessment & Support	3
	Hours	3
Spring
TLSC 380	Tching, Lrning & Leading with Schools & Communities Internship: Stud Tching (candidate's placement must be in an inclusion setting)	12
	Hours	12
	Total Hours	40

School of Education Requirements

Grades of "C-" or lower are not counted toward fulfillment of minor requirements. In order to enroll in TLSC modules, all students must complete required documentation procedures, including background checks, at designated points in their pathway and as required by field sites. TLSC modules address the University requirement for Engaged Learning.

Licensure Requirements

In order to apply for the Learning Behavior Specialist 1 endorsement, candidates must pass the Illinois Learning Behavior Specialist I Content Area Test (#290). It is recommended that students pass this before beginning their final internship semester.

Undergraduate Policies and Procedures

Please see Undergraduate Policies and Procedures for academic policies that supersede those of academic units within the University.

Learning Outcomes

A candidate who completes the Special Education minor will have:

• A Comprehensive Understanding of Special Education: Candidates grasp diverse instructional strategies, cultural influences, and collaboration techniques to address individual learning needs of students with disabilities.
• Proficient Assessment and Planning Skills: Candidates proficiently administer assessments, interpret results, and develop personalized education plans while adhering to ethical standards and staying abreast of research-based practices.
• Effective Collaboration and Professionalism: Candidates foster inclusive partnerships, navigate cultural differences, and engage in reflective practice to continually enhance teaching methods while advocating for social justice in education.
• Leadership and Advocacy for Exceptional Needs: Candidates demonstrate leadership in implementing school-wide initiatives, promoting positive behavior, and advocating ethically for appropriate services to maximize the potential of individuals with disabilities.